Discursive Enactments of Knowledge Production in Engineering Education

Engineering education is under the sway of wide-ranging dynamics and drifts that have bearing on how enacted in relation to research innovation obligations universities. Academic, applied, third mission seem configure higher new ways. The article sets out critically explore knowledge production discursively teaching-research-practice-nexus engineering universities applied science (UAS) Denmark. This paradigmatic case study maps discursive positionings discusses these aspire transform light education. Based 17 qualitative in-depth interviews with researchers, teachers, managers, positions taken not-taken enactment teaching-research-practice-nexus. exploration guided by a theory-method-package inspired situational analysis interviewing methods developed practice-based approaches as interview-to-the-double. identifies four enact UAS differently. Furthermore, three unavailable are identified. Interpretive flexibility makes different enactments possible. concludes (1) primary Denmark teaching; engagement practice subordinate missions; (2) drift has been effective instituting alternative enactments; (3) some seemingly illegitimate. undisputability educational – seems effectively outweigh academic Danish UAS.